Abstract
Diagnostic error is a critical issue in health care.To reduce diagnostic error and enhance practice safety of new graduates, advanced practice registered nurse (APRN) learners need intentional preparation in diagnostic reasoning. It is imperative that APRN programs integrate diagnostic reasoning into all program curricula.This article provides an overview of teaching strategies aimed at promoting skill development in diagnostic reasoning, specifically related to knowledge development, differential diagnosis, and reflective practices.The article reviews foundational information related to dual-process thinking and teaching strategies for APRN primary and acute care curricula. Knowledge development is supported by illness scripting and problem representation activities. Skills in differential diagnosis and diagnosis prioritization are supported by the use of grids and lists. Cognitive debiasing and reflective practice are supported through self-explanation and structured reflection. Implementation of tailored teaching strategies can effectively prepare learners for clinical practice as diagnosticians.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 131-142 |
| Number of pages | 12 |
| Journal | AACN Advanced Critical Care |
| Volume | 36 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jun 2025 |
Bibliographical note
Publisher Copyright:© 2025 AACN.
Keywords
- diagnostic reasoning
- dual-process theory
- reflective practice
- teaching techniques
PubMed: MeSH publication types
- Journal Article
- Review
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